This mixed-methods explanatory sequential study of K-6 classroom teachers and education technology leaders (ETLs) examined their technological pedagogical content knowledge (TPACK) and awareness of New York State's Computer Science and Digital Fluency (NYS-CS/DF) Learning Standards. Combined, the findings provide guidance for a successful rollout of the standards. The quantitative data from this study suggested teachers were fairly knowledgeable of the pedagogical and content TPACK domains and less knowledgeable in domains including technology. ETLs self-assessed higher in all technological areas and can likely use this knowledge to assist teachers in rolling out the standards. Qualitative insights from interviews revealed four overarching themes: (a) Improving Survey Participation to Foster Self-Reflection, (b) Adapting to Evolving Educational Landscapes, (c) Empowering Educators Through Professional Development, and (d) Addressing Technology Equity and Access. This research suggested support and resources that may enhance teacher technological skills, possibly leading to successfully integrating the NYS-CS/DF Learning Standards. Additionally, this study contributes to the TPACK framework research on practicing elementary teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]